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Abstract

Nursing programs face the parallel predicament of improving graduation rates for all students as well as increasing the number of minority graduates. The shortage of minority nurses has implications for the quality of healthcare in the United States (US). There is a need for minority nurses who are able to provide culturally competent care to the growing number of minorities in our communities. The study's purpose was to identify background, academic, environmental and self-efficacy variables that predicted the academic retention of Hispanic nursing students. The goal of this research was to provide answers and support for nurse educators so that they might effectively support all nursing students, particularly minority nursing students. The research results are presented here in two manuscripts. The first manuscript is a literature review of the background, academic, and environmental factors predictive of Hispanic nursing student success and the second manuscript is a secondary data analysis. The research design was a non-experimental, retrospective, correlation of an existing data set. Data collected by nursing schools across Texas for the Statewide at Risk Tracking and Intervention for Nurses (SATIN) project was analyzed for predictors of Hispanic nursing student academic retention. Binary and multinomial logistic regression analyses of both the total sample and the Hispanic ethnicity sample were completed. Environmental factors uniquely significant for the Hispanic ethnicity sample revealed the need for continued research in this area.